The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
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Page 2
... another plane. For my purposes, I will broaden this definition to encompass the created world which people conspire to make, present and reflect upon. While the passion might involve 'combat', it does not THE DRAMA CLASSROOM.
... another plane. For my purposes, I will broaden this definition to encompass the created world which people conspire to make, present and reflect upon. While the passion might involve 'combat', it does not THE DRAMA CLASSROOM.
Page 3
... created a fictitious child to stop them from confronting the kind of shallow lives they have constructed for ... create platform spaces on the backs of their carts, although a much-yearned-for setting would be an inn yard where ...
... created a fictitious child to stop them from confronting the kind of shallow lives they have constructed for ... create platform spaces on the backs of their carts, although a much-yearned-for setting would be an inn yard where ...
Page 6
... one another. And those involved in praxis can anticipate that such action, reflection and transformation should help people create a just and better world. Drama praxis in the curriculum Often educators can forget that THE DRAMA CLASSROOM.
... one another. And those involved in praxis can anticipate that such action, reflection and transformation should help people create a just and better world. Drama praxis in the curriculum Often educators can forget that THE DRAMA CLASSROOM.
Page 10
... participants into one perspective. The teacher's telling or reading of the story has to create the evocative pictures within the students' imagination. While the teacher knows that the humour of the story I0 THE DRAMA CLASSROOM.
... participants into one perspective. The teacher's telling or reading of the story has to create the evocative pictures within the students' imagination. While the teacher knows that the humour of the story I0 THE DRAMA CLASSROOM.
Page 11
... create an imaginary world, a fictitious platform, in which important questions can be explored. Episode 2: Defending a wolf Once the story is completed the teacher immediately assumes the role of a reluctant defence attorney. 'I am ...
... create an imaginary world, a fictitious platform, in which important questions can be explored. Episode 2: Defending a wolf Once the story is completed the teacher immediately assumes the role of a reluctant defence attorney. 'I am ...
Contents
Getting started with good pretexts | 23 |
storydrama and storying across | 44 |
Designing drama curriculum | 74 |
Historical perspectives on drama praxis | 95 |
Resources and further reading | 133 |
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Common terms and phrases
action activity aesthetic approach argued artistic arts education asks assume Australia become begin Bolton Booth centre challenged Chapter classroom commit concerned construct context create creative critical curriculum David demonstrate described develop direct discussion drama praxis effective encounter Episode event example experience explore focus going happening Heathcote Heinemann human ideas important improvisation interest involved issues kind knowledge language lead leader learning lesson lives London look meaning O'Neill observation participants partnership passion patriots performance perspectives pigs play possibilities practice practitioners pre-text present Press principle process drama programme questions raised reading referred reflect relationship reminds Research responses role seemed shared skills social studies standards story storydrama strategies structure suggests Task teacher teaching tell temple theatre Theory thought transformed understanding University wolf York